ASD: Spain and Denmark

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Transcript of ASD: Spain and Denmark

The term autism: ‘’autos’’ meaning ‘’self’’ -> indicate the extreme sense of isolation and detachment from the world around• Traits such as preference for loneliness, an insistence on sameness, and a liking for elaborate routines• Factor 3. Parental influenceSpain• - Moreno, Aguilera and Saldaña interviewed 60 parents.• - Research in three different groups: children in mainstream schools, children in special classes in mainstream schools and children in special schools.

CHILDREN WITH AUTISTIC SPECTRUMDISORDER IN MAINSTREAM SCHOOLS-SPAIN AND DENMARK-AUTISTICSPECTRUMDISORDER• - Main variable: parental satisfaction.• - Outcome: parental satisfaction is high.• - 75% of the parents said that they don’t mind in which setting their child is being educated, as long as the teacher is capable.

• - Rodriguez, Saldaña and Moreno: another research states that parents have a big influence on the education of their child.•- Researchers created questionnaire for teacher: also questions about the parents.•- Many Spanish schools have interest in the influence of the parents.

•- We wonder: Do parents of ‘normal’ children have influence on the way a child with ASD is included?•- Sodian and Frith: deception of children with disabilities is a problem in including these children.•- Deception can come from teachers, parents and other children.•- Own experience

- Traits such as preference for loneliness, an insistence on sameness and a liking for elaborate routines.- Individuals with Disabilities Education Act (1992): a developmental disability affecting verbal and non-verbal communication and social interaction, generally evident before age three that adversely affects a child’s performance.

- The term autism is a Greek word: ‘’autos’’ meaning ‘’self’’. - Indicates the extreme sense of isolation and detachment from the world around.- Dr. Leo Kanner of the Child Psychiatric Unit at Johns Hopkins University in 1943, described and named the term "autism".•- Pupils with ASD are at increased risk of social exclusion.- Target group: children with Autistic Spectrum Disorder in mainstream primary schools.- Comparing two countries: Denmark and Spain.

Factor 2. Teacher’s approachSpain- Affected by experience, training, perception of available resources and support.- Special programs can be used, alongside the main program if it's needed.-Teachers have to be a role model and help the children physically, verbally and using signs while teaching.-Researchers show that teachers need support and there is a lack of response to that need.- Frame of reference:1. National inclusion in Denmark and Spain2. Teacher’s approach to children with ASD3. Parental influence- Chosen research methods:Desk research and own experience.Factor 2. Teacher’s approachDenmarkRecommendations to the teachers :- Teachers play a huge role.- National Autism Plan.- Examples of recommendations to teachers:- Make the lessons predictable.- Avoid sarcasm.- Teach through visualization.

What is the real situation?- Are the children with ASD being included?- Autism Association in Denmark:- The number of children with ASD who do not attend school is increasing.- Danish Union of Teachers:- Teachers have no extra time for pupils with ASD.- Longer schooldays mean less teachers per class.

Factor 1. National inclusionDenmark- Laws and guidelines.- The child's abilities, parental resources and pedagogical-psychological assessments.- Different options: -Extra support in a normal school-Special classes-Special schools- Handicapped child relief and care homes.- Social acceptance and tolerance.Similarities- Policies, laws, guidelines- Different options; mainstream schools and special schools- Specialized pedagogues- Wish to include children with ASD in mainstream schoolsSimilarities- Both countries want their teachers to have enough skills and knowledge.-Recommendations regarding the teachers approach is quite similar.-Challenging, lack of support.-Test before school starts.-Individual plan.Differences- Denmark: main problem is not enough time to adapt curriculum to children with ASD. Spain: main problem is that teachers don’t feel enough supported.- Denmark: all the schools have kind of the same support network. Spain: schools with and without support. There is no guarantee of having a network in Spain, there is in Denmark.ParentalInfluenceSimilarities- Both countries: parental associations who advocate for the well-being of children with ASD. - We think there might be similarity in the way other kids’ parents think about the inclusion of children with ASD. Differences- Spain: 75% of the parents don’t mind in which school their child get educated. Denmark: parents are less satisfied and because of that some parents keep their child at home. - Denmark: a lot of parents are worried to let their child go to school. Spain: faith in teachers and the education system is higher so parents are less worried. Differences- Danish system: find the right school for children before they go to school. Spain: every child goes to mainstream pre-primary school.- Spain: there is a strong feeling about the right of inclusion from pre-primary education on (Pygmalion-effect). In Denmark the choice of education depends on more factors, like severity of the disorder or the other children in the classroom.Factor 3. Parental influenceDenmark- More parents keep their children at home because they feel the mainstream schools are not meeting their needs.-National Center for Social Research: some children with ASD enrolled in mainstream school don't go to school hence the worry of parents.

- Survey of NCS : the reactions and demands of 30 out of 160 parents show a negative signal towards the ill-treatment of children with ASD in mainstream schools.- No recent prevalence studies from Denmark about autism.- Researchers conclude that autism occurs within 0.6% of the population which is a very big blow and a displeasure for parents. Factor 1. National inclusionSpain- Diagnosis of ASD at 3: the observation of teachers and pedagogues.- Teachers are trained to be able to work properly with children with special needs in class.- ASD children stay in mainstream classes at least until the first year of primary education.- The benefits of inclusion for children with special needs in the mainstream classes are well known (Pygmalion Effect).

- If a child stays in mainstream education depends on the cognitive level and on the severity of ASD.- Spanish teachers need, despite their education, help from pedagogues to include the children with ASD in classrooms. - Due to the low financial budget of education in Spain, the schools can't afford special pedagogues.- In the end it might be necessary for the child to look for a special education school. Public schools or privates are both, especially the private ones, too expensive for many families.Conclusion- Factors that bedevil inclusion globally:• Teacher resistance• Parental attitude• Financial problems• Inadequate infrastructure• Stigmatization - There are policies and laws that propagate the inclusion, but also factors that militate against it.- Successful inclusion: reinforcement of policies and laws, advocacy, empowerment and change in attitude of the general public to combat exclusion by minimizing or eliminating stigmatization and marginalization.Autism Society (2006). Desarrollo del Programa Educativo Individualizado. Retrieved on 28/09/2015 from http://www.autism-society.org/en-espanol/desarrollo-del-programa-educativo-individualizado/